| Overall Rating | Silver |
|---|---|
| Overall Score | 62.28 |
| Liaison | Dave Barbier |
| Submission Date | Nov. 5, 2021 |
University of Wisconsin-Stevens Point
AC-6: Sustainability Literacy Assessment
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 4.00 |
Gabi
Bolwerk Sustainability projects, reporting and outreach coordinator Office of Sustainability |
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indicates that no data was submitted for this field
Does the institution conduct an assessment of the sustainability literacy of its students?:
Yes
Which of the following best describes the literacy assessment? The assessment is administered to::
The entire (or predominate) student body, directly or by representative sample
Which of the following best describes the structure of the assessment? The assessment is administered as a::
Standalone evaluation without a follow-up assessment of the same cohort or representative samples
A copy of the questions included in the sustainability literacy assessment(s):
A list or sample of the questions included in the sustainability literacy assessment or the website URL where the assessment tool may be found:
See file above
A brief description of how the literacy assessment was developed and/or when it was adopted:
We reviewed sample literacy assessments posted in AASHE resources and wrote our own assessment so it was relevant to our university and state issues. We included both fact-based questions and value-based questions.
Upon reviewing results of the original survey, we took the questions that had the most incorrect answers and reworded them into new questions - our goal being to educate. We included many more value-based questions on subsequent surveys, as well as several questions very specific to our campus, for example we included questions specific to sustainability social media, composting, and sustainable transportation on campus; issues we are working on to improve.
Upon reviewing results of the original survey, we took the questions that had the most incorrect answers and reworded them into new questions - our goal being to educate. We included many more value-based questions on subsequent surveys, as well as several questions very specific to our campus, for example we included questions specific to sustainability social media, composting, and sustainable transportation on campus; issues we are working on to improve.
A brief description of how a representative sample was reached (if applicable) and how the assessment(s) were administered :
All current students were sent the assessments via email and were asked to complete the survey within a two week period.
Our sample included ~26% responses from College of Letters & Science; ~46% College of Natural Resources; ~20% College of Professional Studies and ~6% from College of Fine Arts & Communication
Responses by education level: Freshman ~26%; Sophomores ~13%; Juniors ~16%; Seniors ~33%; graduate level students ~10%
Our sample included ~26% responses from College of Letters & Science; ~46% College of Natural Resources; ~20% College of Professional Studies and ~6% from College of Fine Arts & Communication
Responses by education level: Freshman ~26%; Sophomores ~13%; Juniors ~16%; Seniors ~33%; graduate level students ~10%
A brief summary of results from the literacy assessment(s):
We started to send surveys out to students in 2014 and have continued to send a survey out each spring. On our first survey, we received 1,035 responses of over 9,300 total students surveyed.
We are most interested in responses that rate global sustainability concerns, that rank campus sustainability issues, and responses to sustainable transportation questions.
We found that most students are concerned about global climate change rather than GMO use in foods or CAFO operations.
We are most interested in responses that rate global sustainability concerns, that rank campus sustainability issues, and responses to sustainable transportation questions.
We found that most students are concerned about global climate change rather than GMO use in foods or CAFO operations.
Optional Fields
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
Currently we are not Able to have the SLA "Administered as a pre- and post-assessment to the same cohort of students or to representative samples", so we are not able to get full credit unfortunately.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.